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Going global: Faculty development in intercultural communication
Title
Going global: Faculty development in intercultural communication.
Creator
Caldwell, Susan., Florida Atlantic University, Guinn, Dorothy
Abstract/Description
This thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in...
Show moreThis thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in intercultural activities. An assessment of research and programs helps to determine components of faculty development, and results of a community college survey give an overview of their involvement in faculty development programs. This thesis concludes that successful faculty development programs in intercultural communication must include (1) institutional support, (2) experiential elements, (3) assessment, (4) continuous, in-depth training, (5) a rewards component, and (6) an adequate budget. To complete this research, a faculty development plan, including a timeline and budget, has been designed.
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Date Issued
2001
PURL
http://purl.flvc.org/fcla/dt/12773
Subject Headings
College teachers--Training of, Intercultural communication
Format
Document (PDF)
DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION
Title
DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION.
Creator
VICKERS, THOMAS WESLEY, Florida Atlantic University
Abstract/Description
A model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed...
Show moreA model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed and used for evaluation along with the Flanders Interaction Analysis Scale. Demographic data were collected and analyzed to discern trends, patterns and interrelationships among the variables. Pre- and post-training scores on the evaluative instruments were obtained by having subjects present lecture-discussions under controlled conditions prior to and after undergoing the training prescribed in the model. Results indicated that the training model had a significant impact on classroom use of lecture-discussion. Subjects scored significantly higher on post-training evaluations, leading to the conclusion that the model was effective in teaching subjects lecture-discussion skills. A comparison of pre- and post-training scores obtained on the Flanders Scale indicated the training model had little effect on the amount of classroom time devoted to the four areas of activity measured. A correlation between self-evaluation scores and scores generated by subjects participating as students in the lecture-discussions indicated no relation. Regression analysis indicated self-evaluation scores were not accurate predictors of student evaluation scores, leading to the conclusion that instructor self-evaluations alone do not provide adequate measures of classroom use of lecture-discussion skills. Analysis of trends, patterns and interrelationships among the variables found that sex and age had little effect. Years of teaching experience had little effect, except for the indication that teachers with ten to twenty years of experience received greater training benefit than subjects in other age groups. Subjects with master's degrees received greater benefit from the training than subjects with bachelor's degrees. Active teachers scored higher on both pre- and post-training tests than non-teachers; however, the per cent of increase in scores was approximately the same. It was impossible to draw any conclusions as to the effect of subject taught upon scores received. Subjects presenting lecture-discussions under controlled conditions received scores that were not significantly different from scores received by subjects presenting under actual classroom conditions. It was recommended that the model be implemented to train community college instructors in the use of lecture-discussion.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11762
Subject Headings
Lecture method in teaching, College teachers--Training of, Discussion
Format
Document (PDF)
Faculty development centers in higher education: Incorporating diversity and technology
Title
Faculty development centers in higher education: Incorporating diversity and technology.
Creator
Torrey, Evelyn Jeanne, Florida Atlantic University, Decker, Larry E.
Abstract/Description
This descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical...
Show moreThis descriptive study on faculty development centers, diversity, and technology was conducted by distributing e-mail surveys to 484 four-year colleges and graduate institutions accredited by the Southern Association of Colleges and Schools Commission on Colleges. Responses to the 25-item instrument were submitted electronically into a database and merged with institutional data on state, enrollment, tuition, affiliation, highest degree awarded, and selectivity ranking. Although pedagogical training has always been an integral component of teacher education, disciplinary expertise has generally been the sole prerequisite for college teaching. Most universities offer travel support for faculty to attend professional conferences and provide sabbatical leave. Some academic units organize their own training activities. Consulting specialists may conduct specialized training. An individual or committee may voluntarily coordinate faculty development efforts. Since 1960, an increasing number of campuses have established faculty development centers with their own identities and reporting relationships, staff, budgets, and designated space, often with assistance from federal, state, or foundation funding. Centers focus on classroom instruction (instructional development), on faculty and their needs (faculty development), the overall needs of the institution (organizational development), and/or research. Of 185 respondents, 65 have faculty development centers, 5 have centers devoted to instructional technology, and 27 have active programs without formal centers; most belong to organizations or networks. Most centers have staff, budgets, and dedicated space. Centers are more likely found at large public institutions, report to the chief academic officer, and offer voluntary training to faculty, adjuncts, new faculty, and teaching assistants. Services focused more on andragogy and technology than on diversity. Most have Web sites, limited forms of evaluation, and expansion plans. Eight are women's colleges, 24 are Historically Black Colleges or Universities, and 9 are Hispanic Serving Institutions. Significant differences were found for enrollment, tuition, affiliation, and highest degree awarded and the scope of centers and programs. The study confirmed the value of faculty development centers and programs, the need to increase diversity and technology training, and the importance of evaluation and documentation of the contributions made by faculty development programs to the mission of the institution.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11987
Subject Headings
College teachers--Training of--United States, Multicultural education--United States, Educational technology--United States
Format
Document (PDF)
Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida
Title
Relationships between pre-service teachers' characteristics, high-stakes testing, and math efficacy beliefs in a former community college teacher preparation program in Florida.
Creator
Bingham, Amy A., Florida Atlantic University, Kumar, David D.
Abstract/Description
In Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of...
Show moreIn Florida, recent changes in legislation have granted community colleges the ability to now offer Baccalaureate degrees in education, frequently to non-traditional students. Additionally, teachers face more high-stakes tests than ever before, and often times struggle with the mathematics sections of such tests. A comprehensive literature review in the areas of pre-service teachers' math knowledge, teachers' efficacy beliefs about teaching math, and the high-stakes mathematics testing of teachers was conducted. Based on the information obtained from the literature review, the study examined a population of pre-service teachers in a new teacher preparation program in Florida. The research investigated relationships surrounding pre-service teachers' characteristics such as: ages, failed attempts on high-stakes math sub-tests, levels and grades earned in lower-division math courses, time elapsed between lower-division and upper-division math courses, and the grade earned in the math methods course, in relation to their efficacy beliefs about teaching math. Results from the study revealed that pre-service teachers' ages, levels and grades of lower-division math courses, and grades earned in the math methods courses, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The variables of failed attempts on high-stakes math tests, and the time elapsed between lower- and upper-division math courses, did not significantly correlate with pre-service teachers' MTEBI scores. Additionally, a multiple regression model including the previously mentioned variables did predict pre-service teachers' MTEBI scores greater than chance, although the model did not generalize to the greater population. The findings from this study can assist new teacher preparation programs, which may serve non-traditional students, in isolating variables that can identify pre-service teachers who are at risk for poor mathematical experiences and attitudes in the early stages of the program. If pre-service teachers are prone to negative beliefs about teaching math, then any information in assisting these students prior to their having an effect on math education for future students can be beneficial. While this study posits some avenues to pursue in fostering positive math beliefs and experiences in teacher preparation programs, recommendations for further research in this area also will be discussed.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/12110
Format
Document (PDF)